While the
model has some content validity, it is limited in that it does not really deal
with psychological dimensions of learning. As a result it lacks an organic
basis and therefore stability of “type.” This also creates a limitation in how
it can be used to make educational choices or determine student needs or
aptitudes.

This model
has been used in countless studies, and some feel that it has been well
validated(Lewthwaite & Dunham,
1999; Curry, 1987; Dunn & Griggs, 1995), but others strongly criticize the
model as unvalidated and lacking an underlying theory (Bonham, 1988; Kavale,
Hirschoren, & Forness, 1998; Kaiser, 1998).Another concern is that the instrument has so many scales (21) that it
might be difficult for students and faculty to assimilate them all and “see the
forest for the trees,” drawing an overall picture of learning style.